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· Length of submission: 20 pages (including references).

· Written communication: Written communication is free of errors that detract from the overall message.

· The number of resources: 12–18 resources.

· APA formatting: Resources and citations are formatted according to the current APA style.

· Font and font size: Times New Roman, 12 points.


Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

Your final submission for your capstone project will bring together all of the

Please carefully review the outline below to see which parts of the final submission will align with which program outcomes.

It is important to remember that if you do a quality job addressing the points below, you will meet all of the program outcomes.


· Summarize the purpose, approach, and any relevant findings of the final capstone project submission (PO #1).


· Summarize your need, target population, and setting (PO #1).

· Provide a high-level overview of your intervention plan (PO #4).

· Justify the importance of your need and intervention plan (PO #1).

· Provide a high-level overview of your implementation plan (PO #4).

· Provide a high-level overview of your evaluation plan (PO #4).

Reminder: these instructions are an outline. You’re heading for this section should be Problem Statement and 
not Part 1: Problem Statement.

Part 1: Problem Statement

Need Statement

· Analyze a health promotion, quality improvement, prevention, education or management need (PO #1).

Population and Setting

· Describe a target population and setting in which an identified need will be addressed (PO #4).

Intervention Overview

· Explain an overview of one or more interventions that would help address an identified need within a target population and setting (PO #3).

Comparison of Approaches

· Analyze potential interprofessional alternatives to an initial intervention with regard to their possibilities to meet the needs of the project, population, and setting. (PO #5).

Initial Outcome Draft

· Define an outcome that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education or management need (PO #4).

Time Estimate

· Propose a rough time frame for the development and implementation of an intervention to address and identified need (PO #1).

Part 2: Literature Review

· Analyze current evidence to validate an identified need and its appropriateness within the target population and setting (PO #2).

· Evaluate and synthesize resources from diverse sources illustrating existing health policy that could impact the approach taken to address an identified need (PO #7).


Intervention Plan Components

· Define the major components of an intervention plan for a health promotion, quality improvement, prevention, education, or management need (PO #4).

· Explain the impact of cultural needs and characteristics of a target population and setting on the development of intervention plan components (PO #4).

Theoretical Foundations

· Evaluate theoretical nursing models, strategies from other disciplines, and health care technologies relevant to an intervention plan (PO #6).

· Justify the major components of an intervention by referencing relevant and contemporary evidence from the literature and best practices (PO #2).

Stakeholders, Policy, and Regulations

· Analyze the impact of stakeholder needs, health care policy, regulations, and governing bodies relevant to health care practice and specific components of an intervention plan (PO #7).

Ethical and Legal Implications

· Analyze relevant ethical and legal issues related to health care practice, organizational change, and specific components of an intervention plan (PO #1).

Part 4: Implementation Plan

Management and Leadership

· Propose strategies for leading, managing, and implementing professional nursing practices to ensure interprofessional collaboration during the implementation of an intervention plan (PO #5).

· Analyze the implications of change associated with proposed strategies for improving the quality and experience of care while controlling costs (PO #1).

Delivery and Technology

· Propose appropriate delivery methods to implement an intervention which will improve the quality of the project (PO #3).

· Evaluate the current and emerging technological options related to the proposed delivery methods (PO #6).

Stakeholders, Policy, and Regulations

· Analyze stakeholders, regulatory implications, and potential support that could impact the implementation of an intervention plan (PO #5).

· Propose existing or new policy considerations that would support the implementation of an intervention plan (PO #7).


· Propose a timeline to implement an intervention plan with reference to specific factors that influence the timing of implementation (PO #1).

Part 5: Evaluation of Plan

· Define the outcomes that are the goal of an intervention plan (PO #4).

· Create an evaluation plan to determine the impact of an intervention for a health promotion, quality improvement, prevention, education, or management need (PO #3).

Part 6: Discussion


· Analyze the nurse’s role in leading change and driving improvements in the quality and experience of care (PO #1).

· Explain how the intervention plan affects nursing and interprofessional collaboration, and how the health care field gains from the plan (PO #5).

Future Steps

· Explain how the current project could be improved upon to create a bigger impact in the target population as well as to take advantage of emerging technology and care models to improve outcomes and safety (PO #6).

Reflection on Leading Change and Improvement

· Reflect on how the project has impacted your ability to lead change in personal practice and future leadership positions (PO #1).

· Reflect on the ways in which the completed intervention, implementation, and evaluation plans can be transferred into your personal practice to drive quality improvement in other contexts (PO #3).

Address Generally Throughout

· Integrate resources from diverse sources that illustrate support for all aspects of the project as appropriate throughout the final submission (PO #2).

· Clearly, concisely, and cohesively articulate a health care need, population, setting, stakeholders, supporting evidence, intervention, and evaluation (PO #6).

· Integrate writing feedback to improve the clarity and quality of final product.



Healthy Living Awareness

Student Name

Institution Affiliation

Healthy Living Awareness

Problem Statement

Need Statement:

Our project aims to address the need for health literacy within the Ethiopian community. Health literacy is the ability to understand and use health information in order to make informed decisions and take appropriate action to maintain and improve one’s health. It is important to address this need because low health literacy significantly impacts community health. For example, individuals with low health literacy may be less likely to seek medical care when needed, may not understand how to take medications correctly, and may be at higher risk for chronic diseases such as diabetes and hypertension.

Several pieces of evidence support the urgency of addressing this need within the Ethiopian community. One key piece of evidence is the high level of interest in health and wellness within the community (Bernhart et al., 2021). Many members of the Ethiopian community have expressed a desire to learn more about how to maintain and improve their health but may face barriers such as cultural and language differences that make it difficult for them to access reliable health information.

Population and Setting:

The target population for our project is the Ethiopian community, specifically those who attend church regularly. The setting in which the project will be implemented is a church that serves a largely Ethiopian congregation. It is essential to address the identified need and target this population within a church setting because the church is a central gathering place for the community. Many members of the Ethiopian community attend church regularly, which provides an opportunity to reach many people with health education and resources (Bernhart et al., 2021). In addition, the church setting allows for a sense of community and support, which may be necessary for promoting and sustaining healthy behaviors.

Intervention (PICOT):


Our project aims to promote health and create healthy living awareness within the Ethiopian community in a church setting. We aim to do this by providing information and resources to community members on topics such as nutrition, physical activity, stress management, and chronic disease prevention (Lee, 2021).


The intervention we will use to address the identified need is a health education program tailored to the Ethiopian community’s needs and interests. This may include workshops, seminars, and other educational events that are held at the church. We will also use printed materials and online resources to provide information and resources to community members.


The target population for the intervention is the Ethiopian community in a church setting. We will work closely with church leaders and community members to ensure that the program is relevant and meaningful to this population.


The anticipated outcomes of our project include increased health literacy and improved health behaviors among Ethiopian community members in a church setting. As community members learn more about how to maintain and improve their health, they will be more likely to adopt healthy behaviors and make positive lifestyle changes.


The timeframe for implementing our project will be determined based on the availability of resources and the community’s needs. However, we expect the project to be implemented over several months, with ongoing efforts to maintain and expand upon the initial intervention. We will work closely with church leaders and community members to ensure that the program is sustainable and continues to meet the community’s needs.

Comparison of Approaches

One alternative to the health education program outlined in our Intervention Overview is a community-based participatory research (CBPR) approach. CBPR is a collaborative research approach involving community members’ active engagement and participation in all aspects of the research process (Corrigan, 2020). This approach has been shown to effectively promote health literacy and improve health behaviors within underserved populations. Compared to the interventions in our overview, a CBPR approach would encourage interprofessional care by involving multiple stakeholders, including healthcare providers, community leaders, and members of the Ethiopian community. This would allow for a more holistic and collaborative approach to addressing the identified need for health literacy.

In terms of fit with the target population, a CBPR approach is well-suited to the Ethiopian community because it emphasizes community members’ active participation and empowerment. By involving community members in the research process, we can ensure that the intervention is relevant and meaningful to their needs and interests. A CBPR approach would also fit well with the target setting of a church because it emphasizes collaboration and partnership between community members and external organizations, such as the church (Corrigan, 2020). By involving the church in the research process, we can leverage its resources and networks to reach a more significant number of community members and promote sustained change.

Overall, a CBPR approach would likely be effective in addressing the identified need for health literacy within the Ethiopian community and the church setting (Parra‐Cardona et al., 2020). By involving community members in the research process, we can ensure that the intervention is relevant and meaningful to their needs and interests, and by partnering with the church, we can leverage its resources and networks to promote sustained change.

Initial Outcome Draft

One outcome we hope to achieve with our intervention and project is that the Ethiopian community is well aware of health and actively maintains healthy living behaviors. This outcome illustrates the purpose of our intervention and project, which is to promote health and create healthy living awareness within the community (CDC, 2021). This outcome also establishes a framework that can be used to achieve an improvement in the quality, safety, or experience of care within the Ethiopian community. By increasing health literacy and promoting healthy behaviors, we can help to reduce the burden of chronic diseases and improve overall health and well-being within the community.

Time Estimate

We propose a rough time frame of 10 days for developing our intervention. This time frame is realistic because it allows for sufficient time to engage with community members and stakeholders, conduct needs assessments, and create a detailed plan for the intervention. However, potential challenges could impact this time frame, such as a lack of motivation among community members or limited availability of resources. We also propose a rough time frame of 3-4 months for implementing our intervention (Ross et al., 2017). This time frame is realistic because it allows sufficient time to roll out the intervention, monitor progress, and make necessary adjustments. However, potential challenges could impact this time frame, such as a lack of motivation among team members or unexpected barriers to implementation.

Literature Review

There is strong evidence to validate the identified need for health literacy within the Ethiopian community and the appropriateness of addressing this need within a church setting. Health literacy, which is defined as the ability to understand and use health information to make informed decisions and take appropriate action to maintain and improve one’s health, is a critical factor in promoting and maintaining good health. Studies have shown that individuals with low health literacy are more likely to have poor health outcomes, including higher rates of chronic disease and hospitalization, and are less likely to seek preventive care or follow treatment recommendations. Improving health literacy is a key strategy for addressing health disparities and promoting overall health and well-being.

The Ethiopian community is a significant population to target for health literacy efforts due to the unique challenges they may face in accessing reliable health information. Cultural and language differences can create barriers to understanding health information and seeking care, which may be particularly pronounced within the Ethiopian community (Janssen et al., 2012). By targeting our health education efforts within a church setting, we can reach a large number of community members in a familiar and supportive environment. Faith-based organizations effectively promote health behaviors and support individuals with chronic diseases, making the church an ideal setting for our health education program.

Regarding existing health policy, the Affordable Care Act (ACA) includes several relevant provisions to our identified needs and could impact the approach taken to address them. The ACA emphasizes the importance of promoting health literacy and increasing access to preventive care services, which aligns with our goals of improving health knowledge and behaviors within the Ethiopian community (Sanchez, 2015). The ACA also aims to reduce health disparities among underserved populations, which is relevant to the Ethiopian community. By aligning our project with the ACA’s provisions, we can ensure that our efforts are consistent with national priorities and have the potential to be more sustainable in the long term.

Additionally, the ACA promotes patient-centered care and encourages the use of patient education and self-management strategies to improve health outcomes. This emphasis on empowering patients to take an active role in their own health care is consistent with our approach to health education within the Ethiopian community. By providing information and resources that enable community members to understand their health better and make informed decisions, we can help to improve health literacy and promote healthy behaviors.

Overall, the evidence supports the importance of addressing the identified need for health literacy within the Ethiopian community and the church setting. By targeting this population and setting, we can reach many individuals and provide them with the information and resources they need to maintain and improve their health (Mavreles Ogrodnick et al., 2021). By aligning our project with relevant health policy, we can ensure that our efforts are consistent with national priorities and have the potential to be more sustainable in the long term.


Bernhart, J. A., Wilcox, S., Saunders, R. P., Hutto, B., & Stucker, J. (2021). Program implementation and church members’ Health Behaviors in a countywide study of the faith, activity, and Nutrition Program.
Preventing Chronic Disease,
18. https://doi.org/10.5888/pcd18.200224

CDC. (2021).
NCCDPHP: Community Health. Centers for Disease Control and Prevention. Retrieved January 6, 2023, from https://www.cdc.gov/nccdphp/dch/programs/healthycommunitiesprogram/tools/index.htm

Corrigan, P. W. (2020). Community-based Participatory Research (CBPR), stigma, and health.
Stigma and Health,
5(2), 123–124. https://doi.org/10.1037/sah0000175

Janssen, B. M., Van Regenmortel, T., & Abma, T. A. (2012). Balancing risk prevention and health promotion: Towards a harmonizing approach in care for older people in the community.
Health Care Analysis,
22(1), 82–102. https://doi.org/10.1007/s10728-011-0200-1

Lee, M.-ryung. (2021). The effect of online health-promoting education program on e-health literacy, affect, and wellness in pre-service childcare teachers.
Journal of the Korean Society for Wellness,
16(1), 48–54. https://doi.org/10.21097/ksw.2021.

Mavreles Ogrodnick, M., O’Connor, M. H., & Feinberg, I. (2021). Health Literacy and Intercultural Competence Training.
HLRP: Health Literacy Research and Practice,
5(4). https://doi.org/10.3928/24748307-20210908-02

Parra‐Cardona, R., Beverly, H. K., & López‐Zerón, G. (2020). Community‐based Participatory Research (CBPR) for underserved populations.
The Handbook of Systemic Family Therapy, 491–511. https://doi.org/10.1002/9781119438519.ch21

Ross, A., Bevans, M., Brooks, A. T., Gibbons, S., & Wallen, G. R. (2017). Nurses and health‐promoting behaviors: Knowledge may not translate into self‐care.
AORN Journal,
105(3), 267–275. https://doi.org/10.1016/j.aorn.2016.12.018

Rüegg, R., & Abel, T. (2021). Challenging the association between Health Literacy and Health: The role of Conversion Factors.
Health Promotion International,
37(1). https://doi.org/10.1093/heapro/daab054

Sanchez, E. (2015). Leveraging the affordable care act for population health.
The Practical Playbook, 185–194. https://doi.org/10.1093/med/9780190222147.003.0016




Student’s name





Intervention Plan Components

The major components of an intervention plan for health promotion, quality improvement, prevention, education, or management need include the following:

 Purpose: an intervention plan should have clearly defined goals and objectives outlining the specific problem or need to be addressed by the intervention.

Intervention: The specific strategies or actions that will be taken to address the identified need, such as educational programs, health screenings, or policy changes (Aljassim & Ostini, 2020).

Population: The specific group or community that the intervention is targeted towards. Outcomes: The expected results or impacts of the intervention on the target population, such as improved health behaviors or increased access to care.

 Timeframe: The duration of the intervention and any specific milestones or timelines for implementation.

There is a substantial effect of cultural requirements and features of a target population and location on the creation of intervention plan components. If you want your intervention to impact the community, you need to consider the demographics of the people you’re trying to help and the context in which it will be delivered (Aljassim & Ostini, 2020).). For instance, the intervention in the above PICOT is designed with the Ethiopian community at the church and its specific needs and interests in mind. This implies that the Ethiopian community’s cultural beliefs and practices and the church’s position in the community will inform the intervention’s design and implementation. Considerations such as the population’s language and literacy level, cultural beliefs and practices around health and sickness, and cultural values and practices connected to health behavior are also essential.

To maximize the program’s effectiveness, it must be adapted to the unique requirements of the Ethiopian community, taking into account the distinctive cultural demands and features of the target population and context. It may include integrating community leaders and members in the program’s conception and execution and embracing traditional health practices. Consideration must also be given to the part the church plays in the neighborhood since it is often a vital lifeline for locals.

Theoretical Foundations

Some possible theoretical underpinnings for our project include the Health Belief Model, the Transtheoretical Model, and the Social Cognitive Theory (Medlock & Wyatt, 2019). Individuals’ perceptions of their vulnerability to health issues, the perceived advantages and obstacles to taking action to enhance their health, and the role of social and environmental variables in influencing health behaviors may all be better understood with the help of these models.

Using the Health Belief Model, researchers may learn about these people’s perspectives on their health risks and the advantages and disadvantages of adopting preventative measures. Perceived vulnerability to a health condition and perceived advantages of taking action to enhance health are two examples of how this model may shed light on the elements that may impact an individual’s desire to adopt healthy habits (Medlock & Wyatt, 2019). Individuals go through several trajectories of change, which may be mapped out using the Transtheoretical Model while deciding to engage in a healthy behavior change. This model may determine a person’s current stage and the best way to assist them in progressing through the phases. To comprehend how people pick up new habits, the Social Cognitive Theory might be used. Key social and environmental elements, such as role models and social support, may be identified using this theory as they relate to influencing health-related behaviors.

Furthermore, it is essential to consider using health education methods and tools that are effective via empirical research. To boost participation and the program’s overall efficacy, we may use culturally relevant, interactive workshops and seminars, instructional films, and internet resources and account for the community’s language and literacy skills. In addition, recent and applicable research findings and industry standards should be cited. It is possible to get insight into what has worked in the past by doing a literature study on health promotion interventions within the Ethiopian community or a religious environment, for instance, and using that knowledge to shape the intervention strategy. Health promotion and education best practices may also help shape the program’s structure and implementation.

Stakeholders, Policy, and Regulations

Those vested in our project include the church’s leadership, the Ethiopian congregation, and the medical staff. Involving community members in the intervention’s design and execution helps guarantee that it will serve their interests (Volkmer et al., 2019). Healthcare policies and regulations, as well as any governing bodies with jurisdiction over the program, should be considered when designing the intervention. It is also crucial that the program follows all applicable ethical guidelines and standards and any healthcare and health promotion laws and regulations.

The involvement of community people in the preparation and execution of the intervention is vital because it ensures that the program is customized to their unique requirements and answers their concerns. This may be accomplished by including community people in focus groups, questionnaires, and other types of feedback to acquire information about their health needs and priorities (Volkmer et al., 2019). Additionally, integrating community people in the conception and delivery of the intervention may raise their feeling of ownership and interest in the program, which can lead to higher engagement and involvement.

It is also crucial to examine the influence of applicable healthcare rules and regulations on the intervention. This may involve compliance with any rules or regulations linked to healthcare, such as the Affordable Care Act or HIPAA, as well as any policies or recommendations released by regulating agencies, such as the Centers for Disease Control and Prevention or the World Health Organization. Additionally, it is necessary to verify that the program conforms to any ethical rules and standards, such as those given by professional organizations or accrediting authorities. By examining the effects of healthcare policies and regulations and assuring compliance with laws, rules, and ethical norms, the program may be conducted in an effective and responsible way. This may assist in ensuring the program is sustainable and that it continues to satisfy the requirements of the community over time.

Ethical and Legal Implications

It is vital to assess the ethical and legal ramifications of the intervention. This involves ensuring that the program is in conformity with any laws and regulations connected to healthcare and health promotion and that it follows any ethical principles and standards (Berwick, 2020). For example, the program should guarantee that informed permission is received from participants and that their personal and health information is kept secure. Additionally, the program should verify that any treatments are evidence-based and that the benefits exceed any possible dangers. It’s also necessary to examine concerns associated with cultural sensitivity, such as respecting and honoring the community’s traditional values and customs (Jumreornvong et al., 2021). Overall, it’s necessary to assess and handle any ethical and legal considerations that may emerge throughout the development and execution of the intervention.


Aljassim, N., & Ostini, R. (2020). Health literacy in rural and urban populations: A systematic review. 
Patient Education and Counseling
103(10), 2142-2154.

Berwick, D. M. (2020). The moral determinants of health. 
324(3), 225-226.

Jumreornvong, O., Yang, E., Race, J., & Appel, J. (2020). Telemedicine and medical education in the age of COVID-19. 
Academic Medicine.

Medlock, S., & Wyatt, J. C. (2019). Health behaviour theory in health informatics: support for positive change. 
Stud Health Technol Inform
263, 146-158.

Volkmer, A., Spector, A., Swinburn, K., Warren, J. D., & Beeke, S. (2021). Using the Medical Research Council framework and public involvement in the development of a communication partner training intervention for people with primary progressive aphasia (PPA): Better Conversations with PPA. 
BMC geriatrics
21, 1-17.



Implementation Plan for Health Living Awareness Intervention

Student Name

Institutional Affiliation

Implementation Plan for Health Living Awareness Intervention


This implementation plan aims to reduce the prevalence of chronic diseases in the healthcare system and enhance the quality of life for the intended population through increased awareness of healthy lifestyle choices. In-depth knowledge of the problem statement, intended audience, and context, as well as the intervention strategy to meet that need, have been gleaned from the prior evaluations. This implementation plan aims to guarantee that the health living awareness intervention is carried out in a manner that does not overburden the healthcare facility’s resources or violate applicable policies or regulations while still achieving the quality improvement outcomes intended for the population being served.

Part 1: Management and Leadership

In healthcare settings, strong management and leadership are crucial to the success of any intervention plan. A well-defined plan for leading, monitoring, and enforcing professional nursing practices is essential for facilitating interprofessional collaboration during the intervention plan’s implementation (Votova et al., 2019). Establishing a project steering committee is one option to think about. It is proposed that a committee be formed to ensure that the intervention plan is carried out as planned and that all relevant parties cooperate efficiently. Nursing, medical, and administrative professionals might all be included in the steering group to provide input from different angles during the implementation phase.

Establishing distinct functions and duties for each stakeholder is another tactic to think about. As a result, everyone involved in the implementation process would clearly understand their responsibilities. The potential for confusion or duplication of effort during implementation could also be reduced with clear roles and responsibilities. Implementation success depends on clear and consistent communication. To that end, it would be beneficial to establish open forums for discussing obstacles and possible solutions and a system for providing regular reports on progress. This would be useful for keeping everyone updated and involved during the implementation process, gathering real-time input, and making necessary adjustments. Promoting interprofessional collaboration also benefits from providing stakeholders with chances for continuing training and education. Depending on the nature of the intervention being carried out, this may involve teaching healthcare workers how to work together effectively. In addition to fostering a culture of collaboration and teamwork, this training would build a shared knowledge of the intervention’s goals and objectives.

However, it is essential to consider alternatives to the offered solutions for enhancing care quality and patient satisfaction while keeping costs low. Preparing for the difficulties that may develop while introducing a new intervention plan is essential. Staff employees accustomed to a specific method of doing things could be resistant to change, for instance (Votova et al., 2019). Staff participation in the planning and implementation process and providing sufficient support and resources will go a long way toward mitigating the effects of this change.

Additionally, expenses may be increased due to changes in how care is delivered because of the need to purchase new resources and technologies. However, these adjustments should increase productivity in the long run while decreasing expenses (Votova et al., 2019). Allocating resources in a way that considers the intervention plan’s long-term advantages is crucial.

Part 2: Delivery and Technology

Several communication channels will be employed to reach the intended audience and implement the intervention strategy. A few examples of these modes of distribution are:

Online educational modules: to educate and train healthcare professionals, an online learning management system (LMS) will be utilized to deliver a series of self-contained modules (Orton et al., 2018). As a result, everyone involved in the patient’s care can access the same data whenever it is most convenient for them.

Workshops: providers in the healthcare industry will receive hands-on instruction in implementing the intervention plan through a series of workshops. Seasoned medical professionals will teach these classes right there at the clinic.

Onsite Coaching and Mentoring: Successful execution of the intervention strategy is dependent on on-site coaching and mentoring for healthcare personnel (Orton et al., 2018). To achieve this goal, we will set aside time for a coach or mentor to work with the healthcare team.

Evaluations of Technological Options

Telemedicine: Telemedicine can significantly enhance the provision of healthcare services and can disseminate instructional and training resources to healthcare professionals. Time and distance are two factors that can prevent people from receiving medical care, but telemedicine is helping to eliminate these obstacles.

Health information technology: Technology in the medical field that stores and transmits data about patients and their conditions are known as health information technology (HIT). HIT can be used to keep tabs on how well an intervention plan is being carried out and to give immediate responses to doctors (Orton et al., 2018). By making pertinent data accessible at crucial moments, HIT can be used to boost care quality.

Electronic health records (EHRs): to guarantee that all healthcare practitioners have access to the same information, electronic health records (EHRs) can be utilized to enhance the delivery of healthcare services (Orton et al., 2018). Electronic health records (EHRs) can be used to monitor the development of the intervention strategy and offer immediate responses to healthcare professionals.

Part 3: Stakeholders, Policy, and Regulations

Previous evaluations focused on creating an intervention strategy and health education program for an identified group: the growing number of seniors who are overweight and developing type 2 diabetes. The intervention hopes to boost this population’s overall health and well-being by encouraging regular exercise, nutritious food, and medication compliance. However, the intervention plan’s viability hinges on a thorough examination of the stakeholders, regulatory consequences, and potential support that could affect its actual execution (Magwood et al., 2022). This section discusses the people involved, the legal ramifications, and the possible backing that will affect how the intervention plan is carried out. We’ll also recommend some policy considerations to help make the plan a reality.


Providers, patients, and family members, as well as community and healthcare groups, will all play roles in carrying out the intervention plan. When it comes to carrying out the intervention strategy, healthcare professionals like doctors and nurses will play a vital role in helping patients along the way by offering advice, information, and encouragement (Magwood et al., 2022). The patient and their family must take personal responsibility for altering their way of life per the guidelines while taking prescribed medications. By providing patients and their families with resources and assistance, community and healthcare groups will play an essential role in carrying out the intervention plan (Masefield et al., 2021).

Regulatory Implications

Health Insurance Portability and Accountability Act (HIPAA), Americans with Disabilities Act (ADA), and Affordable Care Act (ACA) are just a few of the healthcare standards and regulations that must be met during the intervention plan’s implementation (ACA). These rules and laws will set the bar for patient confidentiality, ease of access, and health insurance, all of which will affect the intervention strategy’s actual execution.

Potential Support

Government entities, healthcare providers, and community groups will all lend a hand in carrying out the intervention strategy. One possible source of financing and resources for implementing the intervention plan comes from government bodies like the Centers for Disease Control and Prevention (CDC). Medical facilities can provide a hand by making their staff, facilities, and resources available to those in need. Patients and their loved ones may find help from community organizations that provide them with information and resources.

Policy Considerations

It is possible that drafting brand-new policies or reworking existing ones will be necessary to implement the intervention strategy. It’s possible, for instance, that new patient privacy, accessibility, and healthcare coverage laws may need to be formulated to put the intervention plan into action. Furthermore, the intervention plan’s execution may necessitate the revision of current policies to guarantee interprofessional collaboration among healthcare practitioners.

Part 4: Timeline



Month 1

Development of the intervention plan, including strategies for leading, managing, and implementing professional nursing practices to ensure interprofessional collaboration.

Month 1

Analysis of stakeholders, regulatory implications, and potential support that could impact the implementation of the intervention plan.

Month 2

Selection of appropriate delivery methods to implement the intervention plan and evaluating of current and emerging technological options.

Month 2

Proposal of existing or new policy considerations that would support the implementation of the intervention plan.

Month 3

Implementation of the intervention plan, including using technology and delivery methods and interprofessional collaboration to improve the quality and experience of care.


Havers, S. M., Kate Martin, E., Wilson, A., & Hall, L. (2020). A systematic review and meta-synthesis of policy intervention characteristics that influence the implementation of government-directed policy in the hospital setting: Implications for infection prevention and control.
Journal of Infection Prevention,
21(3), 84–96. https://doi.org/10.1177/1757177420907696

Magwood, O., Riddle, A., Petkovic, J., Lytvyn, L., Khabsa, J., Atwere, P., Akl, E. A., Campbell, P., Welch, V., Smith, M., Mustafa, R. A., Limburg, H., Dans, L. F., Skoetz, N., Grant, S., Concannon, T. W., & Tugwell, P. (2022). Protocol: Barriers and facilitators to stakeholder engagement in health guideline development: A qualitative evidence synthesis.
Campbell Systematic Reviews,

Masefield, S. C., Msosa, A., Chinguwo, F. K., & Grugel, J. (2021). Stakeholder engagement in the health policy process in a low income country: A qualitative study of stakeholder perceptions of the challenges to effective inclusion in Malawi.
BMC Health Services Research,
21(1). https://doi.org/10.1186/s12913-021-07016-9

Orton, M., Agarwal, S., Muhoza, P., Vasudevan, L., & Vu, A. (2018). Strengthening delivery of health services using Digital Devices.
Global Health: Science and Practice,
6(Supplement 1). https://doi.org/10.9745/ghsp-d-18-00229

Votova, K., Laberge, A.-M., Grimshaw, J. M., & Wilson, B. (2019). Implementation science as a leadership capability to improve patient outcomes and value in healthcare.
Healthcare Management Forum,
32(6), 307–312.

Running head: EVALUATION PLAN 1


Evaluation Plan

Student Name

Institution Affiliation

Evaluation Plan


Improve health awareness and encourage healthy lifestyle choices using the Health Living Awareness Intervention Plan. It is essential to conduct an evaluation of the intervention to determine whether or not it was successful in producing the expected results and in locating areas for future enhancement. Insightful conclusions about the intervention’s effect and its contribution to the healthcare area can be reached with the help of this assessment. The evaluation will also consider the project’s effects on individual practice and potential leadership roles and offer insight into the efficacy of nursing and inter-professional collaboration (Haldane et al., 2019). As a result, you’ll be better able to put your finished intervention, implementation, and assessment plans into practice elsewhere to boost quality.

Part 1

The Healthy Living Awareness Intervention Implementation Plan’s overarching objective is to boost the health and happiness of its intended audience by fostering a culture of preventative care. Community health promotion, quality improvement, prevention, education, and management are among the anticipated results of this strategy. Outcomes should be clearly defined so that the success of this intervention can be assessed. Improved health and well-being are among the hoped-for results of a greater emphasis on education about and practicing healthy lifestyle activities (Haldane et al., 2019). The effectiveness of this intervention on the intended population requires creating an evaluation strategy. Planned assessments ought to look at both the procedure and the results. In process assessments, we look at how well the intervention was really put into action. The effect of the intervention on the desired outcomes will be analyzed in the outcome evaluations.

The creation of a method for gathering information is an essential part of any evaluation plan. As part of this process, researchers may administer questionnaires, compile health records, and host focus groups to learn more about the intervention’s results among the intended audience. We will examine the collected information to see if our goals have been met. Participation of the target population in the evaluation process is essential and not just for the sake of collecting data (Haldane et al., 2019). Methods like focus groups and questionnaires can be used to get input from patients and community members. This will help to identify areas for improvement in the intervention by giving insight into the perspectives and experiences of the target group. Creating a strategy for measuring the intervention’s long-term viability also constitutes an integral part of the evaluation plan. A part of this process could be keeping tabs on how many members of the target demographic are actively pursuing healthy lifestyles and how many services, and supports are available to help them stick to them.

Decisions about the intervention’s continuation will be based on the findings of the assessment strategy. After evaluating the results, the intervention could be expanded or kept going if it’s working as planned. Adjustments to the intervention may be necessary if the desired results are not realized. Finally, sharing the assessment strategy’s findings with those who need to know about them is crucial. Providers of medical services, community groups, and the people they intend to help could all fall under this category (Jongen et al., 2017). By making the evaluation’s findings public, we can ensure the intervention’s ongoing success and benefit from the data to enhance our future planning of similar community initiatives.

Part 2: Discussion

Nurse’s Role

Nurses play a pivotal role in both the quality and experience of care when it comes to influencing change in the healthcare industry. Nurses are in a unique position to regularly interact with patients, their loved ones, and other healthcare team members. Therefore, they are in a prime position to assess the quality of care provided, pinpoint problem areas, and advocate for solutions. Nurses have an especially crucial role as advocates in the Health Living Awareness Intervention Implementation Plan (Jongen et al., 2017). The nurse will play a vital role in implementing the plan’s primary goal of educating and encouraging the target group to adopt healthier lifestyles (Fernandez et al., 2019). Improved quality of life for the patient and their loved ones is the ultimate aim of the intervention plan, which the nurse helps to bring about by encouraging healthy lifestyle choices.

Interprofessional Collaboration

The Nursing and Interprofessional Care Team Work is also positively impacted by the Health Living Awareness Intervention Implementation Plan. In order to effectively communicate the health promotion messages to the target audience, the plan necessitates coordination amongst various healthcare professionals such as nurses, physicians, and dietitians. Involvement from several parties ensures that the patient’s needs are met and that health promotion messages are communicated in a way that aligns with their overall care plan (Jongen et al., 2017). Several areas of healthcare benefit from the Health Living Awareness Intervention Implementation Plan. The plan’s primary advantage is that it aids in disease prevention by encouraging people to adopt healthier lifestyles. Since patients may not need hospitalization or other expensive medical interventions, healthcare expenses may decrease. Second, if people are encouraged to adopt healthier lifestyles, the general population’s health may improve, leading to enhanced well-being and higher productivity levels. Last but not least, the healthcare industry is contributing to the promotion of a culture of wellness by emphasizing the importance of healthy lifestyles. This, in turn, can create a more favorable atmosphere for both patients and medical professionals.

Future Steps

The strategy for spreading knowledge about healthy lifestyles is essential in bringing significant change to the adopted intervention plan. The intervention successfully increased the prevalence of healthy behaviors among the intended group (Fernandez et al., 2019). But there’s always an opportunity for growth if you want to make an even bigger splash. Including more people in the intervention’s intended demographic is one method to increase its overall impact. It could be possible to do this by forming alliances with other groups in the community. In addition, new media can be used to broaden the scope of the intervention and increase the accessibility of the materials, such as through the use of mobile apps and online platforms.

Reflection on Leading Change and Improvement

This project has taught me a lot about leading change and influencing the level of service I provide. My appreciation for advocacy and the nurse’s role as a change agent has grown due to this experience. Because of my experience leading the plan’s implementation, I now have transferable abilities in project management and interprofessional collaboration.

My own practice can benefit from the finished intervention, implementation, and assessment plans since I can take their quality improvement strategies elsewhere. Any health promotion effort, such as those aimed at increasing exercise or bettering people’s diets, can benefit from the knowledge gained from this study (Jongen et al., 2017). The knowledge and experience gained from this endeavor can also be used for similar quality improvement initiatives in other medical fields.


Fernandez, M. E., ten Hoor, G. A., van Lieshout, S., Rodriguez, S. A., Beidas, R. S., Parcel, G., Ruiter, R. A., Markham, C. M., & Kok, G. (2019). Implementation mapping: Using intervention mapping to develop implementation strategies.
Frontiers in Public Health,
7. https://doi.org/10.3389/fpubh.2019.00158

Haldane, V., Chuah, F. L., Srivastava, A., Singh, S. R., Koh, G. C., Seng, C. K., & Legido-Quigley, H. (2019). Community participation in health services development, implementation, and evaluation: A systematic review of empowerment, health, community, and process outcomes.
14(5). https://doi.org/10.1371/journal.pone.0216112

Jongen, C. S., McCalman, J., & Bainbridge, R. G. (2017). The implementation and evaluation of Health Promotion Services and programs to improve cultural competency: A systematic scoping review.
Frontiers in Public Health,
5. https://doi.org/10.3389/fpubh.2017.00024

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